The Bee Hive Day Nursery

The Bee Hive Day Nursery

Unique reference number (URN): 2803923 Address: The Bee Hive Day Nursery, Waveney Road, Redcar, TS10 1NP Type: Childcare on non-domestic premises Registered with Ofsted: 11/09/2024 Registers: EYR, CCR, VCR Registered person: Bees Nursery ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

There is a highly inclusive approach in the nursery where all children are warmly welcomed, valued and supported in order to meet their individual needs. Leaders are passionate in their support for children with special educational needs and/or disabilities (SEND). Staff providing support for children with SEND are extremely caring and dedicated to ensuring these children are given every opportunity to thrive.

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Inclusion Strong standard

When children's needs are identified as requiring additional support, the nursery ensures appropriate partnership work with parents and outside agencies as required. Strategies and support plans are implemented, with ongoing support from leaders to ensure they are having the intended impact. This ensures children with SEND make progress in line with agreed targets.

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Inclusion Strong standard

Parents are highly complimentary of the impact the nursery provision has had on their children. They are particularly impressed with the child centred focus and the rapid development their children have made in language and social skills because of systemic teaching. They say that the impact of the culture for SEND children in the nursery has been transformative in the life of their children.

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Achievement Expected standard

Children benefit from focussed teaching which is broadly supporting their progress in all areas of learning. Children show that they are confident in interacting with staff and peers and are developing well in their communication and language skills. They confidently participate in group singing sessions with great enjoyment. Babies are keen to explore their environment and practice their walking skills. However, at times, a cluttered floor space prevents them from persevering with these skills for extended periods of time.

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Achievement Expected standard

Children who need greater support in their learning benefit from this. This prepares them well for their next stage of learning. Parents share that children who have barriers to their learning, such as special educational needs and/or disabilities make rapid progress in their speech and language and social skills in this nursery, as a result of the interaction and teaching of staff.

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Behaviour, attitudes and establishing routines Expected standard

Staff have fostered very positive relationships with children and role model the positive behavioural expectations. They provide explicit teaching as to what good behaviours are and how to embody them. Children consistently demonstrate their understanding of these expectations throughout the nursery. They are calm and purposeful in their play and as a result, there are high levels of engagement and interaction which supports children's learning and development more widely.

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Behaviour, attitudes and establishing routines Expected standard

Staff are mindful of the children's individual stages of development and their individual needs, meaning that their behaviour is appropriately supported, in accordance with their levels of understanding. Leaders promote good attendance in the nursery and support parents to understand why this is important and the impact that good attendance has on children's development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders evaluate the routines in place and make adaptations where needed. For instance, the transitional time for older children leading to lunchtime has recently been refined and improved. As a result, this period of the day runs smoothly and children understand what is expected, participate and enjoy this routine.

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Curriculum and teaching Expected standard

Leaders have worked hard to review and improve the curriculum following the previous inspection, ensuring that it is broad and balanced. The curriculum incorporates themes which develop children's understanding and appreciation of a range of cultures, promoting diversity and inclusion. Staff understand the curriculum progression and this knowledge is reflected in how they plan and deliver activities. Assessment is used effectively, to ensure all staff are aware of children's next steps. The daily experiences in the nursery are adapted to support individual children in achieving these next steps.

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Curriculum and teaching Expected standard

On the whole, staff are successful in extending children's knowledge and skills through their positive interactions. Staff model language and ask questions, although on occasion questioning is not as focused as it could be and language modelling is not always aspirational. Staff are alert to supporting children's mathematical knowledge appropriately in relation to their stage of development.

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Curriculum and teaching Expected standard

The curriculum supports children's personal, social and emotional development. For instance, staff plan activities with a particular emphasis on promoting sharing and turn taking skills. Children with special educational needs and/or disabilities have specific programmes of learning which are well implemented and ensure their good progress.

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Leadership and governance Expected standard

Leaders have worked hard to improve the setting following the previous inspection, including making the necessary improvements in the areas where actions were raised. Leaders are vigilant in assessing the ongoing provision for children who are disadvantaged and/or have special educational needs and/or disabilities. They tackle any barriers to their learning, including through the appropriate use of funding where relevant. Leaders also ensure that the nursery works in partnership with parents and outside agencies to ensure that there is a joined up and strategic approach to supporting the learning and happiness of the most vulnerable children.

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Leadership and governance Expected standard

Leaders are invested in the wellbeing and support of their staff team. They provide ongoing supervisions to review any support needed and also provide a wealth of ongoing training. Leaders continue to monitor the nursery's strengths and areas for development. Leaders

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Needs attention

have recently completed forest school training, which is a new element aiming to further develop the provision in the nursery. However, although leaders are quick to respond to risks identified within the nursery this is an area which requires some additional focus.

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Children's welfare and wellbeing Needs attention

Staff do not consistently ensure that children's welfare is always attended to with high levels of vigilance. For instance, staff are not swift in recognising when babies start to taste paint during their sensory exploration of a provided activity. Hazards in the outdoor area are not consistently spotted or moved out of the way quickly enough to avoid potential injury. That being said, effective deployment of staff does help to promote children's safety in the nursery.

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Children's welfare and wellbeing Needs attention

Staff are caring and attentive, they establish warm, loving relationships with children. Staff recognise when children need emotional support, such as when babies check in with their key people for cuddles and reassurance. Staff help older children understand how to keep themselves healthy, such as by emphasising how to wash hands well and taking time to support children with this skill as part of the lunch routine. Children are encouraged to explore the outside area and benefit from the fresh air and exercise that the large space offers.

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Children's welfare and wellbeing Needs attention

Routines are in place to ensure that babies benefit from naps, in readiness for further physical exploration in the outdoor area in the afternoon. Mealtimes are well organised and staff ensure that they maintain children's safety by sitting with children and facing them as they eat.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

This is a welcoming, inclusive nursery. When children enter the nursery, they and their family are greeted warmly by enthusiastic staff. This helps children to feel valued and important. The nursery follows an ethos grounded in child led play, with a particular emphasis on outdoor experiences. Staff encourage children to explore the large outdoor space, and they benefit from daily fresh air and exercise.

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What it's like to be a child at this setting

The behaviour of children in the nursery is positive and well supported by staff. Expectations are applied consistently and routines are well embedded and understood by children. As a result, there is a calm and purposeful atmosphere in the nursery, which allows staff time to focus on supporting children in their ongoing development. Staff know their key children well and understand how to support them in meeting the curriculum aims, including where there are barriers to their learning which need additional support. The provision for children with special educational needs and or disabilities is a strength of the nursery and leaders are passionate in ensuring that children with any additional needs are given every opportunity to thrive.

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What it's like to be a child at this setting

Staff prioritise building secure, trusting relationships with children and they show that they feel safe and comfortable here. Warm hugs are readily available when children need emotional support, and this provides them with reassurance.

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What it's like to be a child at this setting

Leaders expect staff to undertake risk assessments and are quick to re-direct staff, where they observe action needs to be taken regarding children's welfare and wellbeing. However, the risk assessment culture in the nursery is not yet embedded. As a result, there are times when the risk of accident or injury is not sufficiently reduced.

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Address:

The Bee Hive Day Nursery Waveney Road Redcar TS10 1NP

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Address:

Type: Childcare on non-domestic premises

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

improve the procedures for undertaking thorough risk assessments for all activities and areas of the nursery, to ensure that risks and hazards are minimised and children's wellbeing and welfare are promoted. 24/02/2026

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About this inspection

The inspector spoke with the managers, deputy manager, special educational needs and/or disabilities coordinator, staff, children and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Registered person: Bees Nursery ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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